Research Paper Outline If you have successfully completed each of the sections of your EnvironMentors project, you should have all the information necessary to create your Final Research Paper. Your final paper should be about 10-12 pages in length, but be sure to consult your chapter coordinator and/or teacher for specific page requirements. Your paper must include the following elements: Title Page • A title that clearly describes your project • A picture or image that relates to your project • Your name, your EnvironMentors chapter, your mentor’s name, and your class name (if applicable) Abstract • A complete summary of your project. See page 109 for more details. Introduction (You completed this part of your paper in Section 4: Project Planning) • Description of your general topic area • Problem statement regarding your specific environmental issue • Explanation of the need for your project • Description of your project purpose • Your research question Background Research (You completed this part of your paper in Section 5: Background Research) • Summary of what you learned from both your Literature Review and your Expert Interview • Discuss both the similarities and differences of the information you studied • Summary of previous experiments in your project topic area • Include your hypothesis in this section. Make sure to present a logical argument for why your background information supports your educated guess. • Remember to properly cite all your information sources, and list them in your Bibliography. Include your interview questions as an appendix. Experimental Method (You completed this part of your paper in Section 7: Designing an Experiment) • Description of your variables (independent, dependent and controlled) and how you will measure them. • Description of your experimental and control data sets. • Detailed information about the location of your study site(s), including maps. • Materials written in paragraph form rather than as a list. • Experimental procedure. This should be written in paragraph form as a description of what you did, rather than as a list of instructions. Results & Analysis (You completed this part of your paper in Section 8: Data Collection & Analysis) • The data you collected in organized tables. This should be your final calculations (means etc.)
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Graphs that display your data in a way that is easy to understand. Brief description of each graph. Include your raw data and calculations in an appendix.
Discussion & Conclusion (You completed this part of your paper in Section 9: Drawing a Conclusion) • Description of how you conducted your experiment and why you designed it the way you did. • Brief description of what each graph in your Results section mean. • Summary of what you learned • Discussion of sources of experimental error • Explanation of whether your data support or disprove your hypothesis. • Summary of how your results address your original research question. • Suggestions for further investigation of your project topic. • How your results can be applied in your community. References • Include the bibliography you created in Section 5. Acknowledgements • Thank the people who have helped you accomplish your work on this research project Appendices • Expert interview questions • Raw data and calculations • Any other information you feel is important
Writing Tips
Use precise language. Scientific writing must be accurate and precise. While your English teacher might tell you not to use the same word twice in one sentence, this is not a concern in scientific writing. A student who tried not to repeat the word hamster produced this confusing sentence: “When the hamster was put in the cage with the other mammals, the animals began to play.” Be careful using commonly confused words such as “effect” and “affect.” The following usages are correct: “Temperature has an effect on the reaction,” or “Temperature affects the reaction.” Do NOT use first person voice. You should also avoid stating your opinion. Instead of using “I think…” use “The data indicated…” Rather than writing “I analyzed the samples,” write: “The samples were analyzed.” If you cannot avoid the first person voice without constructing an awkward sentence, always use “we” rather than “I” because scientists never work alone. Use active voice whenever possible. It is more concise than the passive voice. Instead of: “An increased appetite was manifested by the rates of food consumption and an increase in body width,” write, “The rats exhibited an increased appetite and weight gain.” Vary your sentence structure. Feel free to use compound sentences, but don’t let them turn into run-on sentences. Strive for clarity. Carefully proofread your paper to eliminate all errors in grammar, spelling, punctuation, and typing. Use Spell Check, but remember that it will not catch all mistakes and may not recognize some scientific terms. Peer edit with a friend, or have someone in your family look over your paper. When you are feel your paper is in near-final form, have your mentor provide a final edit.
Display Board/Project Poster Design Tips Your Project Display Board or Poster is your opportunity to present your project visually. Your goal should be to incorporate all the necessary information both informatively and attractively. Feel free to be creative in your design, and remember that you will be using your display board to attract judges to your project at your EnvironMentors Chapter Fair. Elements of your display board can, and should, be pulled from your research paper. Required Elements • Project Title • Abstract • Problem Statement • Research Question • Hypothesis • Experimental Procedure • Materials List • Map(s) of your study site(s) location • Results (Tables of data and observations as well as graphs and charts) • Discussion • Conclusion • Acknowledgements Items to Display on the Table • Extra copies of your Abstract for the judges • Final Research Paper in a 3-ring binder • Your EnvironMentors manual with all your raw data and project planning information Optional Elements • Photographs • Drawings and Diagrams • Newspaper articles related to your environmental issue • Water or soil samples (if applicable) • Model demonstrating an element of your project Design Tips Color Consider incorporating colors that relate to your project topic (blues for water quality, greens for forest issues, etc.) Balance Distribute your information evenly across your entire display board. Font Use a simple font such as Times New Roman or Arial, and use the same font for your entire board. Vary the size, or use bold or italics to add emphasis. Creativity Feel free to use any creative techniques you think will enhance your board such as borders or color background sheets. However, strive to keep it simple, uncluttered, and professional looking.
Sample Student Posters Review the example display boards provided below. Follow the link provided below to complete your own board planning template. Fill in the designated areas of the template with information from your project. Display Template websites: 1) http://posters4research.com/templates.php#42/56 2) http://www.postersession.com/templates.php 3) http://www.posterpresentations.com/html/free_poster_templates.html
EnvironMentors Experimental Science Evaluation Form Student Name:
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University Chapter: __ Project Title:
Table #___
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**Please rank the following project attributes on a scale of Excellent to Unsatisfactory/Absent**
A. APPLICATION OF THE SCIENTIFIC METHOD (40 points) Points 1) 2) -
3) 4)
5)
6)
7)
8)
Excellent
Good
Satisfactory
5
4
3
Excellent
Good
Satisfactory
4
3
2
Needs Improvement 2
Unsatisfactory/ Absent 1
Needs Improvement 1
Unsatisfactory/ Absent 0
Project Topic: Can the student clearly articulate how he/she came up with the project topic? Does the student demonstrate that the topic was born of his/her own interests? Research Question: Can the student explain the importance of their research question(s) to the field in which their research is contributing? Hypothesis: Does the student present a defensible hypothesis? Is the hypothesis stated in a way that it can be distinctly proven or refuted?
Experimental Procedures: - Did the student design a step-by-step experimental plan specifically geared to proving or disproving the hypothesis? Literature Research Conducted: - Did the student include and cite: o 3 primary sources? o 3 secondary sources? o At least 2 electronic resources? o Can the student explain how he/she knew the sources were credible? - Did the student conduct and cite at least 1 expert interview with someone other than their mentor? Field Research Conducted: - Did the student identify clearly distinguishable data and observations? - Does the project include control and experimental data sets? - Does the student have an identifiable study site(s)? - Did the student conduct at least three experimental trials? Discussion: - Can the student clearly describe WHAT happened in his/her project? Conclusions: - Can the student clearly articulate WHY he/she believes WHAT happened, happened? - Can the student describe what he/she would do next if he/she had the opportunity to do so?
B. ENVIRONMENTORS EXPERIENCE (10 points)
1)
Points Applied Learning - Can the student clearly articulate the importance of their research question to an environmental issue important on a local, national, and/or global level?
Please complete and sign page 2 of Evaluation Form
2)
Environmental Stewardship - Can the student answer the questions: why is it important to protect the environment? and what can you do to protect the environment?
3)
Points Project Inspiration - Can the student answer the question: what was the most important thing you learned from an adult you met through EnvironMentors?
Excellent
Good
Satisfactory
Needs Improvement
Unsatisfactory/ Absent
2
1.5
1
0.5
0
Excellent
Good
Satisfactory
5
4
3
Needs Improvement 2
Unsatisfactory/ Absent 1
C. PRESENTATION (25 points) Points 1)
Verbal
- Can the student respond to interview questions clearly and concisely when prompted? - Does the student communicate his/her project in a logically developed presentation? - Is the student excited about his/her project and eager to discuss it with you? 2) Physical Has the student developed‌ - a visually appealing display board that show attention to grammar and spelling - additional materials in his/her exhibit which help communicate his/her project in an interactive and engaging way 3) Professionalisms - presenter is dressed for the occasion, and behaves professionally
D. Research Paper (25 points) Points A)
Present = 2.5
Title Page
B)
Abstract
C)
Introduction
D)
Background research/lit review
E)
Experimental Method
F)
Results and Analysis
G)
Discussion and Conclusion
H)
References/Annotated Bibliography
I)
Acknowledgements
J)
Appendices (Expert Interview questions, raw data and calculations, other)
GRAND TOTAL (100 points) Additional Comments Please provide the student with several comments (positive and/or constructive) that could help him/her further develop his/her abilities. We will share this evaluation with students. Were there any aspects of the scientific method or research that students didn’t understand clearly?
Printed Name
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Signature
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Please complete and sign page 2 of Evaluation Form
Not Present = 0
Elementary School Visit Teaching Tips Many people learn best when they are doing rather than just listening. Elementary school students and many adults will learn better when they are active participants in the lesson. Including hands-on, participatory activities in your lesson will help your students stay engaged during your lesson, and remember what you teach them. People have different learning styles. You will find that some people are visual learners (they learn best through what they see), others are active learners (they learn best by being active), and still others are auditory learners (they learn best through what they hear). Try to include as many different learning styles as possible in your lesson so you will reach all types of learners. Most people learn best when they are having fun. Elementary school students are much more apt to learn when they are having a good time. Don’t be afraid to be lively and enthusiastic in teaching your lesson. Try to include fun, participatory, and interactive activities that will really immerse your students in the lesson. Consider incorporating an educational game into your lesson plan. People learn best when a lesson is organized, well prepared, and practiced ahead of time. In order for your audience to really understand your lesson, you must Practice, Practice, Practice. The time you put into being well prepared will be reflected in how engaged you are in your presentation. Giving short descriptions without much information will make you come across as if you don’t know what you are talking about. A great way to prepare is to arrange a practice teaching session with friends, family, and/or your mentor (be sure to include all ages) and see how they respond.
Elementary School Visit Lesson Plan – Assignment With the guidance of your mentor, chapter coordinator, and/or teacher, use this worksheet to guide you through developing your Elementary School Visit Lesson Plan. Project Objective What is the main objective of your project that you wish to communicate to your students? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Educational Objective How can you translate your project objective into educational goals appropriate for your students’ grade level. Try to complete the following sentence: As a result of my lesson, my students will gain an understanding of… __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Lesson Plan Outline Outline the steps you will take to teach your students about your project topic. Include the entire sequence of your lesson plan starting with your introduction, and finishing with your conclusion. Introduction How will you introduce yourself and your project? Identify the main topic of your lesson and decide how you will get your students’ attention. Try asking them questions about what they already know about the topic. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
Lesson Plan Body What activity and/or demonstration will you include to illustrate your project objective. Ideas for participatory activities: • Develop a pre- and post-lesson quiz to test your students’ knowledge of your topic before and after your lesson. • Design a game that illustrates concepts from your project. • Do a partner exercise in which you ask your students to discuss aspects of your project topic with each other. • Conduce a brainstorming session in which you ask your students to suggest ideas they have about your topic. • Have your students draw pictures of subjects related to your project topic. • Identify a part of your experiment that can be replicated as a demonstration for your students. • Use media such as flash cards or photos that help illustrate your topic. Ask students to relate the images to concepts from your project. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Lesson Conclusion How will you conclude your teaching lesson? It is important to assess your students’ understanding of the information you presented. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
Materials List the materials (such as pictures, handouts, models, games, etc.) that you will need for your lesson. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
Things to Consider • Teach to the student who isn’t paying attention. If you have his/her attention, then you will have all the students’ attention. Ask questions, such as, “Joey, can you tell me what pandas eat?” •
Use appropriate language for the age group. For example, if you are talking to a first grader about habitats, use the word “home” or the phrase “where this animal lives.” If you are talking about “riparian areas”, instead say “areas surrounding rivers and streams.”